COGNITIVE RELATION OF A PUPIL AND A TEACHER IN THE EARLY SCHOOL EDUCATION IN LIGHT OF STUDIES

This article deals with stimulation to activities of young school-age children which is an important problem in modern education. The role of pupils' own activity and their previous experiences in the process of constructing their own knowledge and developing cognitive abilities as well as strategies of education used in activising pupils is the most effective one in view of their developmental changes. Also in light of the authoress' own empirical studies, the relation is shown between the strategy of education experienced by young pupils and the degree of development of their cognitive abilities. Both theoretical considerations and interpretation of empirical data have been undertaken in the context of the main assumptions of constructivism of knowledge and cognition that recently has become a fundamental one in modern education. Founders of this theory emphasise that learning is a continuous process of constructing, interpreting and modifying personal representations of reality created by people as a result of an incessant interaction with the environment. So knowledge is not a simple effect of passive assimilation of information or the sum of some definite pieces of information, but is a function of information and activity of the subject in acquiring it. It cannot be transmitted in a simple way from the teacher to the pupils, but must be constructed by pupils themselves.